DOCSLIB.ORG

Advanced Placement & Dual Enrollment

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Advanced Placement & Dual Enrollment AD VANCED PLACEMENT/DUAL ENROLLMENT Dual Enrollment Dual enrollment courses must be creditable to high school graduation. Students should see their School Counselor for dual enrollment course recommendations and approval. The principal reserves the right to final approval for all dual enrollment courses. Students who take dual enrollment courses will be subject to SSC prerequisites such as a PERT/SAT/ACT test score and/or GPA requirements. Throughout our curriculum guide, you will find the dual enrollment logo to note courses that are dual enrollment. Additionally, here is a master list of our dual enrollment classes that we offer on our campus during the regular school day for WSHS students: COP2800 PROGRAMMING IN JAVA DIG2000 INTRODUCTION TO DIGITAL MEDIA GRA2201 BITMAP GRAPHICS ETP2502 ALTERNATIVE ENERGY SOURCES ETP2410 INTRO TO SOLAR ENERGY ETP2420 SOLAR THERMAL SYSTEMS SLS1301C LIFE AND CAREER PLANNING Advanced Placement Advanced Placement Courses are designed for students who wish to pursue college level work while still in high school. Based on the results of the Advanced Placement exams administered in May, college credit may be awarded by participating colleges and universities. College admission officers highly recommend participation in Advanced Placement courses. According to College Board, the organization that provides the AP program, “students who participate in AP are ultimately given the responsibility to reason, analyze, and understand for themselves. Such intellectual training inevitably helps them succeed in college, where these skills are essential.” Several of the Advanced Placement courses offered at Winter Springs High School require summer reading. It is recommended that students check with the instructor or visit the school website before making their course decisions. Throughout our curriculum guide, you will find the AP logo to note courses that are Advanced Placement. Additionally, here is a master list of our Advanced Placement courses that we offer on our campus during the regular school day for WSHS students: LANGUAGE ARTS 1001420 AP ENGLISH LANGUAGE SOCIAL STUDIES 1001430 AP ENGLISH LITERATURE 2103400 AP HUMAN GEOGRAPHY 2109420 AP WORLD HISTORY WORLD LANGUAGES 2100330 AP US HISTORY 0701380 AP FRENCH LANGUAGE AND CULTURE 2106430 AP COMP POLITICS AND GOVT 0708400 AP SPANISH LANGUAGE AND CULTURE 2107350 AP PSYCHOLOGY 0708410 AP SPANISH LIT AND CULTURE 2109380 AP EUROPEAN HISTORY 0706375 AP LATIN 2106420 AP US GOVERNMENT AND POLITICS 2102370 AP MACROECONOMICS MATHEMATICS 1202310 AP CALCULUS AB FINE/PERFORMING ARTS 1202320 AP CALCULUS BC 1300330 AP MUSIC THEORY 1210320 AP STATISTICS 0104300 AP ART DRAWING PORTFOLIO 0109350 AP ART 2-DIMENSIONAL DESIGN COMPUTER SCIENCE 0109360 AP ART 3-DIMENSIONAL DESIGN 0200335 AP COMPUTER SCIENCE PRINCIPLES 0100300 AP ART HISTORY 0200320 AP COMPUTER SCIENCE A AP ELECTIVES SCIENCES 1700500 AP SEMINAR (Capstone) 2000340 AP BIOLOGY 1700510 AP RESEARCH (Capstone) 2003370 AP CHEMISTRY 2003421 AP PHYSICS 1 2003422 AP PHYSICS 2 2003430 AP PHYSICS C MECHANICS 2001380 AP ENVIRONMENTAL SCIENCE 16 TM The AP Capstone . program has been developed by College Board at the request of college and university admissions officers and faculty. AP CapstoneTM provides the opportunity for students to develop critical thinking, research, and communication skills. Students in the program will complete two AP courses: AP Seminar and AP Research. These two courses are uniquely aligned with core habits of mind, practices and skills that research has identified as critical to college and career success. Upon successful completion of both AP CapstoneTM courses, four additional AP courses, and a level 3 or higher on the respective AP exams, students will receive the AP Capstone Diploma TM. 1700500 ADVANCED PLACEMENT SEMINAR 1 credit Grades: 10-11 This foundational course provides students with opportunities to think critically and creatively, research, explore, pose solutions, develop arguments, collaborate, and communicate using various media. Students explore real-world issues through a cross-curricular lens and consider multiple points of view to develop deep understanding of complex issues as they make connections between these issues and their own lives. Students are assessed through two through-course performance tasks and a written exam. 1700510 ADVANCED PLACEMENT RESEARCH Prerequisite: AP Seminar 1 credit Grades: 11-12 This is the second course in the AP Capstone experience and allows students to design, plan and conduct a yearlong research-based investigation on a topic of individual interest. Through this inquiry and investigation, students demonstrate the ability to apply scholarly understanding to real-world problems and issues. Students are assessed through culminating performance tasks. 17 .
Load more

Recommended publications
  • The Relationship of PSAT/NMSQT Scores and AP Examination Grades
    Research Notes Office of Research and Development RN-02, November 1997 The Relationship of PSAT/NMSQT Scores and AP® Examination Grades he PSAT/NMSQT, which measures devel- Recent analyses have shown that student per- oped verbal and quantitative reasoning, as formance on the PSAT/NMSQT can be useful in Twell as writing skills generally associated identifying additional students who may be suc- with academic achievement in college, is adminis- cessful in AP courses. PSAT/NMSQT scores can tered each October to nearly two million students, identify students who may not have been initially the vast majority of whom are high school juniors considered for an AP course through teacher or and sophomores. PSAT/NMSQT information has self-nomination or other local procedures. For been used by high school counselors to assist in many AP courses, students with moderate scores advising students in college planning, high school on the PSAT/NMSQT have a high probability of suc- course selection, and for scholarship awards. In- cess on the examinations. For example, a majority formation from the PSAT/NMSQT can also be very of students with PSAT/NMSQT verbal scores of useful for high schools in identifying additional 46–50 received grades of 3 or above on nearly all of students who may be successful in Advanced the 29 AP Examinations studied, while over one- Placement courses, and assisting schools in deter- third of students with scores of 41–45 achieved mining whether to offer additional Advanced grades of 3 or above on five AP Examinations. Placement courses. There are substantial variations across AP subjects that must be considered.
    [Show full text]
  • 1 APAH Daily Calendar 2020 21
    APAH CALENDAR 2020 - 21 AP ART HISTORY *subject to constant change CALENDAR & OVERVIEW SUGGESTED SUMMER WORK: KHAN ACADEMY APAH250 IMAGES - APAH WEBSITE LINKS www.pinerichland.org/art BROWSING / SELF - QUIZ *click on APArtHistory tab on Left menu SUMMER SUGGESTED SUMMER WORK: VTHEARLE SUMMER LEARNING FILMS: Expanding upon APAH250 works and deepening RESOURCES VIA PRHS SITE context surrounding works DAILY CLASS READINGS - TO BE DONE BEFORE CLASS *Readings before class: QUIZ: G= Gardner’s Art Through the Ages I will evaluate your retention of class materials periodically in the form of a (DIGITAL EBOOK) POP QUIZ. K= Khan Academy (WEBSITE) Methods may vary: i.e. ‘Plickers’ / Google Quiz They will have a lower relative point value... Aka ‘The Fat these are designed to help guide my instruction ‘APAH 250 Stack’ FORMATIVE (forming understanding) vs. SUMMATIVE (sum end result) CARDS’TIMELINE (hallway) FRQ SIMULATION ESSAY WRITINGS: 3 PER QUARTER = 12 TOTAL FLASH CARDS Details on assignments to follow ‘TIMELINE FLASH CARDS’ for each piece in the 250 IMAGE SET will act GAME (WAR) as Instructional tools to help students learn the material FIELD TRIP (?) ‘HANDS ON’ STUDIO PROJECTS ~$15-$20 FREE CARDS! APRIL, 2021 -More info to come when possible or appropriate ANALYSIS ‘UNIT TESTS’ based on roughly 30 images each METHODS SUMMATIVE Assessment of learning in Units ‘CONCEPT MAPS’ for each piece in the 250 $94 IMAGE SET will act as Instructional tools to VISUAL help students learn the material ‘AP ART HISTORY EXAM’ THURS MAY 6, 2021 12PM shared via
    [Show full text]
  • Advanced Placement Program Information Night
    Advanced Placement Program Information Night Columbia High School https://tinyurl.com/yae9e75x Welcome Columbia High School is committed to every student’s success. We believe access to rigorous coursework, such as Advanced Placement® (AP®), plays an important role in that success. https://tinyurl.com/yae9e75x What We’ll Cover • What is it Like to Take AP® courses? • Advanced Placement® Course Offerings? • AP® Exams • The Benefits • Next Steps: Help Your Child Make the Best Choices https://tinyurl.com/yae9e75x ® What is it like to take AP Courses? https://tinyurl.com/yae9e75x ® Advanced Placement : The Basics ● The Advanced Placement Program is run by a non-profit organization, the College Board. The College Board is also responsible for the PSAT and SAT tests. ● AP® courses are college-level courses offered in high school. ● AP® Courses reflect what is taught in top, introductory college courses. ● Students take AP® Exams at the end of the course, measuring their mastery of college-level work. ● A score of 3 or higher on an AP® Exam may earn students college credit and/or placement into advanced courses in college. ® AP Myths & Realities Myth Reality AP® courses are for students who always get good AP® courses are for any students who are academically grades. prepared and motivated to take college-level courses.. AP® courses are too stressful. It's no secret that AP® courses are challenging, but the support you will receive from your classmates and teachers can help you manage the workload. I don't think I will score high enough on the AP® You don’t need to score a 5.
    [Show full text]
  • AP® Art History Exam
    SAMPLE QUESTIONS AP® Art History Exam Originally published in the October 2013 AP Art History Curriculum Framework About the College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of over 6,000 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success – including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators, and schools. For further information, visit www. collegeboard.org. AP® Equity and Access Policy The College Board strongly encourages educators to make equitable access a guiding principle for their AP® programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underserved. Schools should make every effort to ensure their AP classes reflect the diversity of their student population. The College Board also believes that all students should have access to academically challenging course work before they enroll in AP classes, which can prepare them for AP success. It is only through a commitment to equitable preparation and access that true equity and excellence can be achieved.
    [Show full text]
  • AP® Art History Practice Exam
    Sample Responses from the AP® Art History Practice Exam Sample Questions Scoring Guidelines Student Responses Commentaries on the Responses Effective Fall 2015 AP Art History Practice Exam Sample Responses About the College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of over 6,000 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators, and schools. For further information, visit www.collegeboard.org. AP® Equity and Access Policy The College Board strongly encourages educators to make equitable access a guiding principle for their AP® programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underserved. Schools should make every effort to ensure their AP classes reflect the diversity of their student population. The College Board also believes that all students should have access to academically challenging course work before they enroll in AP classes, which can prepare them for AP success.
    [Show full text]
  • 2014 AP ART HISTORY Description AP Art
    2014 AP ART HISTORY Description AP Art History teachers will be engaged in an exploration of various methods used to meet the goals of the new AP Art History curriculum and prepare students for success on the reformatted AP Art History Exam. “Nuts and Bolts” topics that will be discussed include: an examination of the AP Art History course description, developing a syllabus, and resources, and pacing. Strategies will be shared for student recruitment and building support with parents and the school community. A close examination of the AP exam will include how it is structured, grading of the exam, and what students are expected to know and do on it. Instructional strategies for helping students develop the writing and higher order thinking skills necessary for success in an AP Art History class will be shared with participants. Topics such as the teaching of context and form, document based questions, resources, review strategies, and a comparative approach to cultural topics will also be explored during the week. Jaime Rollans has been teaching AP Art History for twenty-eight of her thirty-eight years of teaching. Since 1994, she has been teaching at W. D. Mills University Studies High School in Little Rock, Arkansas where she teaches a history of philosophy in addition to AP Art History. Jaime taught AP Art History, world history, AP European History and served as the Talented and Gifted Facilitator for North Pulaski High School in Jacksonville, Arkansas, from 1976 through 1994. Jaime is a consultant to the College Board in AP Art History and social studies.
    [Show full text]
  • Advanced Placement Courses
    West High School Advanced Placement Courses Advanced Placement American Government AP American Government is an intensive study of the American national government. The goals of this course are to increase understanding of the American political system, including its framework, traditions and values. The course is concerned with the nature of the American political system, its development over the past 200 plus years, and how it continues to function into its third century. The principal processes and institutions through which the political system functions, as well as some of the public policies which these institutions implement, are studied in detail. Advanced Placement Art History AP Art History is designed to provide the same benefits to secondary school students as those provided by an introductory college course in art history, namely an understanding and enjoyment of architecture, sculpture, painting, and other art forms within historical and cultural contexts. In the course, students examine major forms of artistic expression from the past and present and from a variety of cultures. They learn to look at works of art critically, with intelligence and sensitivity, and to articulate what they see or experience. Advanced Placement Art Studio AP Art Studio is a rigorous college-level program intended for highly motivated students who are seriously interested in the study of art. Study areas and directions are mutually agreed upon. Students keep sketchbooks, write essays, and develop their ability to talk about their art. Students submit a digital portfolio to the College Board of Examination Committee. Advanced Placement Biology AP Biology is a challenging and stimulating course equivalent to a two semester college introductory biology course.
    [Show full text]
  • AP Art History Syllabus
    AP Art History Syllabus AP Art History Index Pages Curricular Requirements 2 Course Narrative 3 Learning Objectives 4 Resources 5-6 Course Sequence 7-8 Content Area 1: Global Prehistory 30,000-500 BCE 9 Content Area 2: Ancient Mediterranean 3500 BCE- 300 CE 10-11 Content Area 3: Early Europe and Colonials Americas 200-1750 CE 11-13 Content Area 4: Later Europe and Americas 1750-1980 CE 13-14 Content Area 5: Indigenous Americas 1000 BCE- 1980 CE 14-16 Content Area 6: Africa 1100-1980 CE 16-17 Content Area 7: West and Central Asia 500 BCE-1980 CE 17-18 Content Area 8: South, East, and Southeast Asia 300 BCE- 1980 CE 18-19 Content Area 9: The Pacific: 700-1980 CE 19-20 Content Area 10: Global Contemporary 1980 CE to Present 20-22 1 AP Art History Syllabus Curricular Requirements See Pages CR1a Students and teachers use a college-level art history 9, 10, 12, 13, 15, textbook. 17, 18, 19, 20, 22 CR1b Students and teachers use primary sources of different 9, 10, 12, 13, 15, types. 17, 18, 19, 20, 22 CR1c Students and teachers use secondary sources. 9, 10, 12, 13, 15, 17, 18, 19, 20, 21, 22 CR2 The big ideas and essential questions in the AP Art History 4, 9, 10, 15, 16, Course and Exam Description are used as a conceptual 17, 19, 20, 21 foundation for the course. CR3 Each of the 10 AP Art History content areas in the AP Art 7, 8, 9, 10, 12, History Course and Exam Description receives explicit 13, 14, 16, 17, attention.
    [Show full text]
  • AP Art History Syllabus ILLINOIS FINE ARTS STATE GOAL 27: Understand the Role of the Arts in Civilizations, Past and Present
    _______________________________________________________________ -Developing A Creative Thinking Culture In The Visual Arts- AP Art History Syllabus ILLINOIS FINE ARTS STATE GOAL 27: Understand the role of the arts in civilizations, past and present. INSTRUCTOR INFORMATION NAME: Craig R. West Course Title: AP Art History Course Number: P80/81 Prerequisite: Sophomore or Junior Status, Teacher Recommendation, Intro to World Civilizations or World History and Literature Level: College Prep Department: District 227 Visual Arts Instructor Email: [email protected] Course Description Advanced Placement Art History is a college level course that studies the history of art from 8000 B.C.E to the present, and is intended to prepare students for the AP Art History Exam. This course involves intensive study in how art has impacted society and world history. The central and key enduring questions that are addressed in this course include the following: What is art and how is it made? Why and how does art change? How do we describe our thinking about art? Through these essential questions, students uniquely explore the big ideas of AP Art History, effectively and precisely articulating an artwork’s meaning and function, it’s maker’s methodology, and the ways it reflects and affects its historical and cultural context. With these enduring questions as the foundation, the AP Art History course is organized into ten cultural and chronological units, emphasizing daily practice of questioning techniques, methods of discussion, analytical paradigms, guided discovery, and independent learning. These strategies and techniques enable students to develop critical thinking and visual literacy skills with which they can deeply extract meaning from any artwork they encounter throughout their lives.
    [Show full text]
  • Curriculum Map 678-223-2248
    QUICK FACTS 122SENIORS 140JUNIORS SOPHOMORES116 FRESHMEN136 *AP OF OUR SENIORS LIMIT 100% ARE ACCEPTED TO 2020-2021 PROFILE PER STUDENTS19 %OF COLOR 24APs 6STUDENT FOUR-YEAR COLLEGES Wesleyan’s mission is to be a Christian school of KENNETH CONNOR CHRIS CLEVELAND academic excellence by providing each student a Director of College Advising Head of School [email protected] diverse college preparatory education guided by 678-223-2281 RAMONA BLANKENSHIP Christian principles and beliefs; by challenging and Associate Head of School ANDREA SHUPERT nurturing the mind, body, and spirit; and by Assistant Director of JOSEPH KOCH developing responsible stewardship in our changing College Advising High School Principal world. Our school community believes in The Honor [email protected] 678-223-2116 5405 Spalding Dr. Code as a standard by which all members of our Peachtree Corners, GA 30092 school family are judged, respect is earned, and work ERICA ENGSBERG www.wesleyanschool.org Assistant Director of CEEB Code: 110261 is validated. College Advising [email protected] CURRICULUM MAP 678-223-2248 SUBJECT 9TH GRADE COURSES 10TH GRADE COURSES 11TH GRADE COURSES 12TH GRADE COURSES English (4) World Literature American Literature British Literature English Seminar World Literature H American Literature H British Literature H Literary Types/Composition AP Language and Composition AP Literature and Composition Mathematics (4) Algebra I Algebra II Geometry Algebra III Algebra II Geometry Pre-Calculus Calculus Algebra II H Geometry
    [Show full text]
  • AP Capstone Diploma AP Computer Science Principles Introductions
    Frisco Independent School District AP Capstone Diploma AP Computer Science Principles Introductions Angela Krishna Lisa Curry Romney Chetty I. AP Computer Science Principles II. Computer Science Pathways III. AP Capstone Diploma IV. AP Seminar V. AP Research VI. Teacher & Parent Perspectives VII. Questions & Answers Advanced Placement (AP) •The Advanced Placement (AP) program was created by the College Board in 1955 to provide students with college-level work in high school. There are currently 37 Advanced Placement Exams across 22 subjects offered during May of each year. Students may earn college credit for their AP exam scores. By taking AP courses, students can… • Get a head start on college-level work • Improve their writing skills and sharpen their problem-solving techniques • Develop the study habits necessary for tackling rigorous course work • Study subjects in greater depth and detail AP Computer Science Principles Introductory college-level computing course where students cultivate their understanding of computer science through working with data, collaborating to solve problems, and developing computer solutions as they explore concepts like creativity, abstraction, data and information, algorithms, programming, the internet, and the global impact of computing Computer Science Principles is modeled on college versions for non-majors. It lets teachers pick any coding language and has a gentler vibe. There is an exam, but students also submit projects “more similar to a studio art portfolio,” Mr. Packer said. The course covers working with data and understanding the internet and cybersecurity, and it teaches “transferable skills,” he said, like formulating precise questions. New York Times, Learning to Think Like A Computer, Pappano, April, 2017 AP CS Principles Assessments Explore Performance Task Unlike many AP courses, AP 8 hours, 16% CSP requires performance tasks throughout the year Create Performance Task in addition to a 12 hours, 24% multiple-choice exam in May.
    [Show full text]
  • Prehistoric Arts 1
    AP Art History Course Study Guide Unit One: Prehistoric Arts 1. Apollo 11 Stone (Namibia. 25000 B.C.E Charcoal on stone) a. Context: i. Found in the Hun's mountains of Namibia ii. It was founded along with 7 other tablets that contained animal figures iii. Founded during the Apollo 11 moon landings hence the name b. Content: i. Cave stones with animal-like figures with human legs ii. Thought to be a Therianthrope. Animals resembles a feline body and human hind legs c. Form: i. Made out of charcoal on cave stone ii. Maybe used mineral based pigment bc they found ostrich egg painted d. Function: i. Unknown but it is small enough to be carried in one’s hand 2. Great Hall of the Bulls (Lascaux, France. Paleolithic Europe. 15000-13000 B.C.E. Rock painting) a. Context i. Stone Age ii. Dordogne, France , Cave- 250 meters long, Hunter and gatherer lifestyle iii. In 1963 original was closed but a replica was built to preserve the artwork b. Content i. Animals that were of importance (bulls, horses, cattle, deer) ii. Human vs animals c. Form i. Charcoal and ochre on nonporous rock ii. Hierarchical scale iii. Patterns were prominent (could tell us about our past) iv. Only one human painting d. Function i. Shows the importance of survival ii. Used for religious rituals, storytelling and preserving the history 3. Camelid Sacrum in the Shape of a Canine (Tequixquiac, central Mexico. 14000-7000 B.C.E. Bone) Images Courtesy of Khan Academy and College Board AP Art History Course Study Guide a.
    [Show full text]